Year 5 Spring Term 1


Our first unit takes us back to the Victorian era when we take a closer look at some of the amusing and entertaining Rudyard Kipling ‘Just So’ stories. By listening to these stories read aloud, we will explore the way he played with language to create a sense of fun.  The writing outcome for this unit of work is composing our own ‘Just So’ stories and then sharing them with others.

The next unit is ‘There's a Boy in the Girls' Bathroom’ by Louis Sachar.  This book has as its main character Bradley, a ‘bad’ boy who is always in trouble. We get right into Bradley’s heart and mind in this narrative, offering readers ways to discuss issues of friendship, bullying, and the links between self-esteem, behaviour and learning. The writing outcome for this unit of work is to create our own stories describing settings, characters and atmosphere, and integrating dialogue to advance the action.


This term will we cover the following areas in Maths:

  • measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
  • calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm²) and square metres (m²) and estimate the area of irregular shapes
  • multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers
  • multiply and divide numbers mentally drawing upon known facts
  • divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context
  • compare and order fractions whose denominators are all multiples of the same number
  • identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
  • recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, 2/5 + 4/5 =6/5 = 1 1/5]
  • read, write, order and compare numbers with up to three decimal places

Science – Separating Mixtures

Separating mixtures gives us the opportunity to learn about the separation techniques of filtering, sieving and evaporation. There will be investigations to discover which substances dissolve in water and which do not.

Using evaporation, we will learn how to separate a dissolved solid from a solution.

Working scientifically, we will formulate our own question about dissolving before planning how they will answer it, predicting possible outcomes and carrying out a fair test. Results will be recorded in tables and graphs, and the results interpreted, using evidence to support or refute predictions.

History Focus - Pharaohs

We’ll be travelling back 5000 years to the dusty realms of Ancient Egypt. We will be cruising along the Nile to enter a world of mysteries and curses, mummies and kings. We will be learning about Tutankhmun, ancient Egyptian beliefs, artefacts and how this civilization has contributed to world history. During this unit, we will also learn about the location of Egypt and the importance of the Nile.

Art Focus

In Art this term, children will investigate Egyptian works of art in order to develop their understanding of, and their skills in, the visual elements of art and design. Using a range of   materials and mediums, children will apply their skills to creating Egyptian portraits and sculptures.

RE - Whose World Is It?

We will be exploring the question about how the world was created and issues around the relationship between humans and the environment.

Over the term, we will consider the teachings of a number of religions as well as pupils own beliefs. Learning about the beliefs of Christians, Jews, Muslims and Hindus as well as exploring scientific views about how the world began.


During the first few weeks, we will complete our compositions to represent the colour of Holi.

The next unit is a composition notation unit with the theme of Ancient Egypt. We will learning to identify the pitch and rhythm of written notes and experiment with notating our own compositions.

We will begin a unit on South and West Africa at the end of the term. We will learn ‘Shosholoza’, a traditional South African song, play the accompanying chords using tuned percussion and learn to play the djembe.


In French, we will continue to make links to prior learning to new learning.

We will continue to develop our listening, speaking, reading and writing skills in our lessons.

We will learn grammar and vocabulary related to La Famille and use the verb avoir – to have to create sentences using our new vocabulary. We will also begin to learn and use the verb étre – to be with adjectives and their agreements to further describe an imaginary family and add depth to our work.

Our learning will be based around the learning platform Linguascope, which can be used at home to consolidate our work in school. The login information is in the school planner.

PSHE – Healthy Me

 The areas we will explore during our Jigsaw sessions are:

  • smoking
  • alcohol
  • emergency aid
  • body image
  • my relationship with food


 This term, we will be using Scratch to explore its capabilities and practice debugging skills, creating a piece of music including loops, observing how music can affect the mood of a film scene and compose a soundtrack to a story.  


This term, our PE sessions will be taking place outside. One P.E. session will be led by Premier Sports, the other by Mrs Williams, where the children will use the outdoor gym equipment.

Year 5 Autumn Term 2

English - Fox written by Margaret Wild and illustrated by Ron Brooks

For the first couple of weeks, we will complete our work around the book Fox.

We will explore of the issues and dilemmas expressed in the story and reflect on the themes

of friendship, loyalty, betrayal, loss and hope.

Overall learning aims of this teaching sequence:

  • To explore, interpret and respond to a picture book
  • To study the language and writing style of an author in order to broaden knowledge of vocabulary and grammar and inform understanding of how effective application can determine the quality of a text
  • To consider the ways in which illustrations can deepen and enrich the meaning of a text and enhance the reader experience
  • To explore the actions, choices and motivations of characters and draw inferences to aid our understanding of them
  • To explore narrative plots and characters through role-play in order to deepen our understanding of and connection with the characters and themes of the book

Seasons of Splendour by Madhur Jaffrey/ illustrated by Michael Foreman

Seasons of Splendour is a vibrant collection of myths and legends and folktales from India. Woven through with childhood memories of the author, Madhur Jaffrey, and illustrations by Michael Foreman, this collection of short stories draws on Hindu epics and family stories alike and maintains the vibrancy of the oral storytelling tradition from which the stories come. Within the pages of Seasons of Splendour, we’ll encounter gods, goddesses, demons, princes, princesses, mighty heroes and terrible villains.

Overall learning aims of this teaching sequence:

  • To enjoy reading a range of traditional tales.
  • To retell and perform stories in a range of formats.
  • To observe similarities and differences between stories and narrative forms.
  • To develop creative responses to the text through drama, oral storytelling and artwork.
  • To explore the features of stories originating from an oral tradition.
  • To explore key actions within a narrative in depth.


This term, will we cover the following area in Maths:

  • add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)
  • add and subtract numbers mentally with increasingly large numbers
  • estimate and use inverse operations to check answers to a calculation
  • solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
  • complete, read and interpret information in tables, including timetables
  • solve comparison, sum and difference problems using information presented in a line graph
  • identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers
  • know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers
  • solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes
  • recognise and use square numbers and cube numbers, and the notation for squared (²) and cubed (³)
  • solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates
  • multiply and divide whole numbers and those involving decimals by 10, 100 and 1000
  • establish whether a number up to 100 is prime and recall prime numbers up to 19
  • measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
  • calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm²) and square metres (m²) and estimate the area of irregular shapes

Science - Materials

In this unit, children will compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, response to magnets and electrical and thermal conductivity.

  • give reasons, based on evidence from comparative and fair tests, for the particular use of everyday materials, including metals, wood and plastic.
  • Working scientifically, classify materials in different ways explaining their classification criteria.
  • plan, carry out and interpret an investigation in trying to answer a question about the most suitable material for a given function.

Topic – Scream Machine

This term, we will continue with our Scream Machine unit of work and focus on the subjects of Geography and D.T.


Throughout this unit, we will increase our geography knowledge and skills in preparation for using them to complete a geographical enquiry at the end of the unit including:

understanding the purpose and importance of geography

  • identifying the location and explaining the function of the Prime Meridian and different time zones.
  • identifying and describing the similarities and differences between continents
  • naming, locating and describing major world cities.
  • describing the relative location of cities, counties and geographical features.
  • describing how the characteristic of a settlement changes as it gets bigger (settlement hierarchy).
  • suggesting questions for investigating and collecting and recording evidence for a geographical enquiry.


This term, we will create our own drop rides using our knowledge of CAMs and pulleys by:

  • exploring different CAMs and design
  • understanding how a pulley system works
  • generating, planning and developing an idea for a drop ride model
  • selecting from and using a range of materials and components


Composition to represent the colour of Holi

In this unit, we will explore the associations between music, sounds and colour, building up to composing and, as a class, performing our own musical composition to represent Holi, the Hindu festival of colour, which celebrates the beginning of spring and the triumph of good over evil. Holi celebrations include people throwing and smearing each other with vibrant, multi-coloured powder and paints.

Computing - Computer networks – search engines

During this unit, pupils will cover the following objectives:

  • to know what a search engine is and how to use it effectively
  • to be aware that not everything online is true
  • to create an informative poster
  • to understand how search engines work (including web crawlers and page ranking)

PSHE - Celebrating Difference

This term, we will cover the following objectives:

  •  understand that cultural differences sometimes cause conflict
  • awareness of my own culture
  • understand what racism is
  • awareness of my attitude towards people from different races
  • understand how rumour-spreading and name-calling can be bullying behaviours
  • explain the difference between direct and indirect types of bullying
  • know some ways to encourage children who use bullying behaviours to make other choices and know how to support children who are being bullied
  • compare my life with people in the developing world
  • appreciate the value of happiness regardless of material wealth
  • enjoy the experience of a culture other than my own
  • respect my own and other people’s cultures

RE - Hinduism: What can we learn from some aspects of the Hindu religion?

This term, we will continue our Hinduism unit to understand how their beliefs are conveyed through practices and worship:

  • understand the place of ritual and festival in Hindu life, making links to their own experience of religious or family celebrations.
  • look below the surface of religious story and practice to think about the underlying religious beliefs and ideas.
  • consider Hindu practices and festivals in India and in the UK and how they are similar and different.
  • think about questions to do with identity, diversity, experience and commitments.


Our French lessons address many skills:

  • Developing reading, listening, speaking and writing
  • Language learning skills
  • Appreciation of a poem
  • Consolidate their learning from Year 4
  • Developing sentences – name age, where they live, family and pets
  • Learning about adjectives
  • Consolidate the learning of the verb Avoir – to have
  • Learn how to use a bilingual dictionary
  • Consolidate vocabulary related to pets and learn how to talk about families

Remember you can use the online resource Linguascope at home to practise.


This term, our PE sessions will be taking place outside. One session will be led by Premier Sports and the other by Mrs Williams, where the children will use the outdoor gym equipment. The Premier Sports sessions will include the following:

  • Use running, jumping, throwing and catching in isolation and in combination
  • Develop flexibility, strength, technique, control and balance 
  • Take part in outdoor and adventurous activity challenges both individually and within a team
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Year 5 Curriculum Information